In this course, we’ll examine the material turn in rhetoric and composition scholarship—a turn of

attention away from written and oral texts and towards the arguments made by the embodied rhetorical
world. That means that, among other things, we’ll be studying space/place rhetorics (from the analysis
of museums and memorials to critical regionalism), bodily rhetorics (including disability, race,
medicine, and emotion/affect), the rhetoric of everyday making (from knitting to beer brewing), and
multimodal rhetoric (with a special focus on recent scholarship on sonic rhetorics).

*Note: At some point during the semester—surprise—my wife and I are expecting a baby. Of course,
we don’t know when that will be exactly (~Sep. 26), but you will have guest instructors for two
classes: Susan Kates and Rilla Askew. When I find out, I’ll immediately let you know and your
readings will shift to something Professors Kates and Askew have provided.

Expectations and Taking Notes
Regular reading, attendance, and participation in seminar discussion. Attendance is expected and taken
into account in evaluation. But the success of this seminar depends on everyone’s full participation. As
participants, we must read the assigned material with care. I expect you to read all the material
assigned for each week's discussion. So plan ahead—take notes. In your notes, (1) Record useful
questions you have. (2) Record new key terms and theories—especially if rhetorical terms come up.
(3) Connect what you’re reading both across the week and the semester. (4) Think very carefully about
how what your reading relates to what you plan to write about in your final paper this semester. (5)
Finally, take note of how your favorite readings are written. What goes in an intro, lit review, body,
and conclusion? How are examples and theories balanced? What do theses look like? Even if you are

not leading discussion, you are being evaluated every class period on whether you come in with
questions and issues to discuss.

Assignments
1. In-Class Presentations (20%): Each of us will do all the reading assignments—there are quite a
few of them—and most of us will only be able to give them a single reading. Each week, however,
we will have a person who is responsible for doing a much more thorough job and for leading us
through a discussion of the salient issues raised by the texts. These people should come to class
with summaries, questions, and activities; issues and connections for us to explore; and/or popular
examples for us to review that illustrate issues and perspectives to organize about half of our
seminar time (90 minutes). I will be prepared to organize the rest of the time.
2. Weekly Analysis and Participation (20%): In addition to speaking up in class every class, to
prepare for class discussion, you will write thoughtful responses to the reading for each week. In
these responses, you are required to apply one or two of the theories we read about to analyze your
own example from outside of the readings. Think of this as a space to test out possibilities for the
final paper. Focus on trying to understand and explain to yourself the ideas that the authors present
and on connection those ideas to other readings in this course and your own work. Do not simply
write a summary of the reading. Responses should be ~1 single-spaced page printed page. Be sure
to bring a copy of your post to class, to prime discussion.
3. Material Analysis Midterm (20%): Our midterm for this class will be a 10-page wandering
analysis of a thing or space using the theory we’ve read.
4. Final Paper (40%): I want you to write about something you are interested in that relates to the
course. Your paper (at least 7,000 words—not including citation) should have something to do with
the rhetoric of matierality we’ve discussed. All approaches/methods are welcome, but you will
work with me to define a direction. You will present your work in progress and receive feedback
from me and your peers. A formal proposal, meetings with me, and final presentation will be
included in this grade.

Required Texts (most are cheaper used; some may be available for free if you search PDF*)

1. Hesford, Wendy et al. Precarious Rhetorics

2. Rice, Jenny Distant Publics: Development Rhetoric and the Subject of Crisis
3. Alexander, Jarratt, Unruly Rhetorics: Protest, Persuasion, and Publics
and Welch
4. Ahmed, Sara* The Cultural Politics of Emotion
5. Yergeau, Melanie Authoring Autism: On Rhetoric and Neurological Queerness
6. Ocejo, Richard Masters of Craft
7. Ceraso, Stephanie Sounding Composition


Week 1. Introduction to Material Rhetorics
Aug. 22 • Coole, Diana and Samantha Frost: “Introduction.” New Materialisms, pp. 1-43.
• Marback, Richard: “Unclenching the Fist,” pp. 46-65.
• Porrocechio, Mark and Celeste Condit: “Introduction.” Contemporary

Rhetorical Theory, pp. 1-13.

• Booth, Wayne: “How Many Rhetorics,” pp 3-22.
• Listen: https://99percentinvisible.org/episode/hes-still-neutral/

Week 2 Precarious Rhetorics

Aug. 29 • Hesford, Licona, Christa Teston eds., Precarious Rhetorics (Intro +
Chapters 3, 4, 6, 7, 8, 9, 10, 12, 13)
Week 3 Rhetorics of Display and Memorials
Sep. 5 • De Certaeu, Michel. From The Practice of Everyday Life, pp. 1-30.
• Prelli, Lawrence: Rhetorics of Display, “Introduction,” pp. 1-25.
• Dickinson, Greg et al. “Introduction: Rhetoric/Memory/Place,” pp. 1-34.
• Casey, Edward. “Public Memory in Place and Time,” pp. 17-44.
• Obermark, Lauren: “‘Assurance that the world holds far more good than
bad’: The Pedagogy of Memory at the Oklahoma City National Memorial
Museum,” pp. 93-107.
• Eberly, Rosa: “Everywhere You Go, It’s There,” 65-82.
• Jorgensen-Earp, Cheryl. “The Titanic Exhibition,” pp. 41-59.
Week 4 Spatial Rhetorics
Sept. 12 • Rice, Jenny. Distant Publics: Development Rhetoric and the Subject of
Crisis
Week 5 Protest Rhetorics
Sept. 19 • Alexander, Jarratt, and Welch, Unruly Rhetorics: Protest, Persuasion,
and Publics

Week 6 Bodily Rhetorics

Sept. 26 • Goffman, Irvin. “Stigma and Social Identity” pp. 1-40.
• Selection from the Rhetorical Questions of Health and Medicine.
• Fat Studies Reader. Foreward, 1, 2, 3, + 12
• Alexander, J. “Transgender Rhetorics: (Re)composing Narratives of the
Gendered Body.” 45- 82.
• Kinlock, Valerie: “The Rhetoric of Black Bodies” pp. 93-109.
• Biesecker, Barbara: “From General History to Philosophy: Black Lives Matter,
Late Neoliberal Molecular Biopolitics, and Rhetoric,” pp. 409-430.
Week 7 Emotional Rhetorics
Oct. 3 • Ahmed, Sara. The Cultural Politics of Emotion.
Week 8 Rhetorics of Disability
Oct. 10 • Yergeau, Authoring Autism: On Rhetoric and Neurological Queerness

Week 9 Rhetorics of Making

Oct. 17 • Ocejo, Richard. Masters of Craft
Midterm Due
Week 10 Rhetorics of Sound
Oct. 24 • Ceraso, Sounding Composition

Week 11 Environmental Rhetorics

Oct. 31 • Selections: RSQ “Rhetorical Bestiary” issue
• Kevin Michael DeLuca and Ann Teresa Demo. “Imaging Nature: Watkins,
Yosemite, and the Birth of Environmentalism,” pp. 241-260.
• Leah Ceccarelli. “Manufactured Scientific Controversy: Science, Rhetoric, and
Public Debate,” pp. 195-228.
• Albrecht, G. “Solastalgia and the creation of new ways of living,” pp. 207-234.
• Baake, K. “Remembering the Alamo: Commonplaces in Texas water policy
arguments,” pp. 125-146.
• Cloud, D. “Communicating climate change to religious and conservative
audiences,” pp. 57-74.
• Plec, E., & Pettenger, M: “Greenwashing consumption: The didactic framing
of ExxonMobil’s energy solutions,” pp. 459-476.
Week 12 Professor Kates and Crafting Rhetorics
Nov. 7
Week 13 Professor Askew and Writing
Nov. 14
Week 14 Discussions of Final Projects
Nov. 21
Week 15 No Class Thanksgiving Break
Nov. 28

Week 16 Final Presentations
Dec. 5
6. Final Project Due During Exam Week

Basic Course Policies

Make-up Policy
I will not accept late reading responses, so if you must miss class for some reason, the work that was due
that day should be turned in before the next class. Late reflections and major projects will lose 1/4 letter
grade for every day (not class period) they are late. Please see me immediately if you foresee challenges
submitting work on time.

Absences
Absences for reasons other than Provost-approved activities will be reflected in your grade. Absences
beyond two may significantly impact your final course grade. Please see me immediately if you foresee
unavoidable absences or need to discuss accommodations. There’s only 15 days of class—if you miss 5
classes you’ll fail.

Changes in the Syllabus

As the course develops, it might be desirable/necessary to make appropriate changes to aspects of this
syllabus. I reserve the right to make changes if desirable or necessary.

University Policies

Academic Integrity
Integrity in all aspects of scholarship is essential to the University’s mission. The Academic Misconduct
Code sets forth the rights and responsibilities of all students on the Norman Campus regarding academic
integrity, and provides the procedures to be followed in cases of suspected misconduct. Academic
misconduct is defined as any act, which improperly affects the evaluation of a student’s academic
performance or achievement. It specifically includes cheating, plagiarism, fabrication, fraud, destruction of
property, and bribery or intimidation, as well as assisting others or attempting to engage in such acts. It is
the responsibility of each student to be familiar with the definitions, policies and procedures concerning
academic misconduct; and unfamiliarity with the code alters none of a student’s rights or responsibilities
there under. The Academic Misconduct Code is printed with the Student Code and is also available on the
Internet at http://www.ou.edu/provost/integrity/.

Religious Observance
It is the policy of the University to excuse the absences of students that result from religious
observances and to reschedule examinations and additional required classwork that may fall on
religious holidays, without penalty.

Accessibility Statement
The Disability Resource Center provides reasonable accommodations for students with documented
disabilities. You may contact that DRC for assistance at (405) 325-3852 or TDD: (405) 325-4173. For
more information please see the Disability Resource Center website
http://www.ou.edu/drc/home.html. I invite you to meet with me if you would benefit from
instructional or curricular accommodations for any reason (including learning needs, ADHD,
depression, health condition, etc.) or if you believe other life circumstances may affect your
participation in the course. The sooner we discuss your situation the earlier we can make
appropriate adjustments or arrangements to meet your needs.

Title IX Resources and Reporting Requirement

For any concerns regarding gender-based discrimination, sexual harassment, sexual assault,
dating/domestic violence, or stalking, the University offers a variety of resources. To learn more or to
report an incident, please contact the Sexual Misconduct Office at 405/325-2215 (8 to 5, M-F) or
smo@ou.edu. Incidents can also be reported confidentially to OU Advocates at 405/615-0013
(phones are answered 24 hours a day, 7 days a week). Also, please be advised that a
professor/GA/TA is required to report instances of sexual harassment, sexual assault, or
discrimination to the Sexual Misconduct Office. Inquiries regarding non-discrimination policies may
be directed to: Bobby J. Mason, University Equal Opportunity Officer and Title IX Coordinator at
405/325-3546 or bjm@ou.edu. For more information, visit http://www.ou.edu/eoo.html.

Adjustments for Pregnancy/Childbirth Related Issues

Should you need modifications or adjustments to your course requirements because of documented
pregnancy-related or childbirth-related issues, please contact your professor or the Disability
Resource Center at 405/325-3852 as soon as possible. Also, see
http://www.ou.edu/eoo/faqs/pregnancy-faqs.html for answers to commonly asked questions.